Distance Learning for All in LOSDSample Instructional Day (Grades K-12 Overview)*Adapted from ODE’s Tool #5As we lead this effort across Oregon, the Distance Learning for All Guiding Principles will anchor our state in common values and help generate collective action during this time:

• Ensure safety and wellness. Students need food, clothing, a safe place to learn and shelter, as well as a sense of care andconnection, in order to engage in challenging intellectual work.

• Cultivate connection and relationship. Student connections and relationships with trusted adults promote belonging, which isespecially important as learning takes place outside of the school setting.

• Center in equity and efficacy. Prioritize equity in every decision; build on cultural and linguistic assets to inspire learning andpromote student efficacy. Consider how decisions and actions attend to racial equity and social justice (Oregon Educator EquityLens). Consider the assets of students who experience disability.

• Innovate. Iterate through complex change with a spirit of possibility, centering in deep learning, student agency, and culturallysustaining practices.

*This is a DRAFT, to be improved with input from educators in future iterations.

The following guidelines are for consideration, and should be adjusted as needed by educators, families, and others to meet the individual student’s needs. Suggested times do not need to be continuous; they may be chunked into shorter time frames as needed. It is recommended that students have ample time for brain breaks and stretching. For a more comprehensive list of resources for distance learning, please visit ODE’s Distance Learning for All Family and Educator Resources.

Teacher-Led Learning May Include: Social Emotional Learning, Reading, Writing, Language, Math, Science, Social Science, Speaking and Listening, CTE, PE, Health, Art, Music, Online educational games or resources, handouts or other learning activities supporting core content areas.

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Elementary (K-5) Sample Instructional Day RECOMMENDED GUIDELINES

Grade Level

Teacher-Led Learning: Structured, grade-level learning directed by teacher and supported by teacher.

Learning and Supplemental Activities (in addition to Teacher-Led Learning): May be connected to Teacher-Led Learning, led by the student, or led by the family).

Meeting Nutrition and Wellness Needs: Breakfast, Lunch, Snack and Recess/Play breaks.

K-1 45 Minutes Maximum 1-2 Hours Recommended 2 Hours Recommended

Suggestions for Teacher-Led Learning:

● Learning experiences are guided by a licensedteacher.

● Center on critical problem solving,collaboration, communication and creativity.

● Focus on essential and relevant learning forstudents.

● Create opportunities for interdisciplinary, well-rounded learning

● Build key skills and focus on concepts that alignvertically K-12; link to Oregon State Standards.

● Integrate opportunities for formativeassessment and student feedback that fuelstudent agency.

● Differentiate and adjust distance learningdelivery models to include paper packets, on-line experiences, blended learning, phone, etc.as it matches student learning needs andtechnology and connectivity capacity.

● Ensure access to qualified educators, grade-level content, and required materials (includingtechnology when possible).

Suggestions for Learning & Supplemental Activities:

● 15+ minutes of independent reading or readingto a family member (books of student choice)

● Observations of the local environment “Inotice…” “I wonder…”

● Board games, puzzles, dice, cards● Journaling (draw/write)● 30-60 minutes of imaginative play● Watching educational programs on public

television.● Listening to a read aloud● Listening to music● Arts and Crafts● Drama/Acting/Singing● Drawing● Flashcards● Counting and Sorting● Talk time - time for children to talk about how

they are feeling and a space to ask questions.

Suggestions for Nutrition & Wellness: May be woven into the day as it works best for family schedule and student needs.

Meal Time● Schedule routine meal time

(breakfast and lunch provided by thedistrict for anyone who elects toparticipate).

● Integrate handwashing● Invite children to help● Include all members of the family if

possible.● Connect/talk during meals

Outdoor Play ● Walk together● Bike rides● Jump rope● Sidewalk chalk drawing

Distance Learning for All in LOSD Sample Instructional Day (K-5 Overview)*Adapted from ODE's Tool #5

Indoor Play ● Puzzles● Games● Stretching

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Grade Level

Teacher-Led Learning: Structured, grade-level learning directed by teacher and supported by teacher.

Learning and Supplemental Activities (in addition to Teacher-Led Learning): May be connected to Teacher-Led Learning, led by the student, or led by the family)

Meeting Nutrition and Wellness Needs: Breakfast, Lunch, Snack and Recess/Play breaks.

2-3 60 Minutes Maximum 2 Hours Recommended 2 Hours Recommended

Suggestions for Teacher-Led Learning:

Distance Learning for All in LOSD Sample Instructional Day (K-5 Overview)*Adapted from ODE's Tool #5

● Learning experiences are guided by a licensedteacher.

● Center on critical problem solving,collaboration, communication and creativity.

● Focus on essential and relevant learning forstudents.

● Create opportunities for interdisciplinary, well-rounded learning.

● Build key skills and focus on concepts that alignvertically K-12; link to Oregon State Standards.

● Integrate opportunities for formativeassessment and student feedback that fuelstudent agency.

● Differentiate and adjust distance learningdelivery models to include paper packets, on-line experiences, blended learning, phone, etc.as it matches student learning needs andtechnology and connectivity capacity.

● Ensure access to qualified educators, grade-level content, and required materials(including technology when possible).

● 20+ minutes of independent reading or readingto a family member (books of their choice).

● Journaling (draw/write)● Observations of the local environment “I

notice…” “I wonder…” Observe and recordweather patterns, growth of plants, birdsmigrating.

● Board games, puzzles, dice, cards● Sewing, knitting, crafting● Measuring around the house● Finding and continuing patterns● Create and solve story problems● Flash cards/math facts review● Drawing● Drama/Acting/Singing● 60+ minutes of imaginative play● Listening to read aloud● Watching educational programs on public

television.● Talk time - time for children to talk about how

they are feeling and a space to ask questions.

Suggestions for Nutrition & Wellness: May be woven into the day as it works best for family schedule and student needs.

Meal Time

Suggestions for Learning & Supplemental Activities:

● Schedule routine meal time(breakfast and lunch provided bythe district for anyone who electsto participate).

● Integrate handwashing● Invite children to help● Include all members of the family if

possible.● Connect/talk during meals

Outdoor Play ● Walks● Bike rides● Jump rope● Sidewalk chalk drawing● Sports that allow for social

distancing - juggle a soccer ball.

Indoor Play ● Puzzles● Games● Stretching

4

Grade Level

Teacher-Led Learning: Structured, grade-level learning directed by teacher and supported by teacher.

Learning and Supplemental Activities (in addition to Teacher-Led Learning): May be connected to Teacher-Led Learning, led by the student, or led by the family)

Meeting Nutrition and Wellness Needs: Breakfast, Lunch, Snack and Recess/Play breaks.

90 Minutes Maximum 3 Hours Recommended 2 Hours Recommended

● Learning experiences are guided by alicensed teacher.

● Center on critical problem solving,collaboration, communication and creativity.

● Focus on essential and relevant learning forstudents.

● Create opportunities for interdisciplinary,well-rounded learning.

● Build key skills and focus on concepts thatalign vertically K-12; link to Oregon StateStandards.

● Integrate opportunities for formativeassessment and student feedback that fuelstudent agency.

● Differentiate and adjust distance learningdelivery models to include paper packets,on-line experiences, blended learning,phone, etc. as it matches student learningneeds and technology and connectivitycapacity.

● Ensure access to qualified educators, grade-level content, and required materials(including technology when possible).

● 30+ minutes of independent reading orreading to a family member (books of theirchoice)

● Journaling● Observations of the local environment “I

notice…” “I wonder…” Observe and recordweather patterns, growth of plants, birdsmigrating.

● Board games, puzzles, dice, cards● Sewing, knitting, crafting● Measuring amounts for cooking.● Drawing● Flash cards/math facts review.● Create and solve story problems.● Finding and continuing patterns.● Listening to audio books.● 60+ minutes of imaginative play, dance,

exercise.● Talk time - time for children to talk about

how they are feeling and a space to askquestions.

● Schedule routine meal time(breakfast and lunch provided by thedistrict for anyone who elects toparticipate).

● Integrate handwashing● Invite children to help.● Include all members of the family if

possible.● Connect/talk during meals.

Outdoor Play ● Walks● Bike rides● Jump rope● Sidewalk chalk drawing● Sports that allow for social

distancing - juggle a soccer ball.

Distance Learning for All in LOSD Sample Instructional Day (K-5 Overview)*Adapted from ODE's Tool #5

4-5

Suggestions for Teacher-Led Learning: Suggestions for Learning & Supplemental Activities: Suggestions for Nutrition & Wellness: May be woven into the day as it works best for family schedule and student needs.

Meal Time

Indoor Play ● Puzzles● Games● Stretching

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Secondary (6-12) Sample Instructional Day RECOMMENDED GUIDELINES

Grade Level

Teacher-Led Learning: Structured, grade-level learning directed by teacher and supported by teacher.

Learning and Supplemental Activities (in addition to Teacher-Led Learning): May be connected to Teacher-Led Learning, led by the student, or led by the family)

Meeting Nutrition and Wellness Needs: Breakfast, Lunch, Breaks.

6-8 30 minutes per subject; 3 hours maximum 1-2 Hours Recommended 2 Hours Recommended

● Learning experiences are guided by a licensedteacher.

● Center on critical problem solving,collaboration, communication and creativity.

● Focus on essential and relevant learning forstudents.

● Create opportunities for interdisciplinary, well-rounded learning.

● Build key skills and focus on concepts that alignvertically K-12; link to Oregon State Standards.

● Integrate opportunities for formativeassessment and student feedback that fuelstudent agency.

● Differentiate and adjust distance learningdelivery models to include paper packets, on-line experiences, blended learning, phone, etc.as it matches student learning needs andtechnology and connectivity capacity.

● Ensure access to qualified educators, grade-level content, and required materials (includingtechnology when possible).

● 30-60 minutes of reading or listening to audiobooks.

● Independent research● Engage in problem solving activities.● Board games, puzzles, dice, cards● Create and solve story problems that include at

least one operation.● Sewing, knitting, crafting● Meal planning● Cooking and modifying recipes (doubling or

tripling).● Reading to younger siblings.● Flash cards/math facts review● Drawing or creating art● Making music● Creating videos● Journaling, creative writing● Interview a family member to learn about family

history.● Identify & solve a local problem or challenge

(family, neighborhood, school community, etc.)

● Schedule routine meal time(breakfast and lunch provided bythe district for anyone who electsto participate).

● Integrate handwashing● Help with planning meals, picking

up meals, cooking, cleaning upafter meals.

● Connect/talk during meals

Physical Wellness Activities:● Walking● Jogging

Distance Learning for All in LOSD Sample Instructional Day (Grades 6-12 Overview)*Adapted from ODE's Tool #5

Suggestions for Teacher-Led Learning: Suggestions for Learning & Supplemental Activities: Suggestions for Nutrition & Wellness: May be woven into the day as it works best for family schedule and student needs.

Meal Time

● Riding bikes, skateboards, etc.● Jumping rope● Watching a workout video/app.● Practicing mindfulness; yoga/

stretching● Playing individual sports activities

that allow for social distancing -juggle a soccer ball.

3

Grade Level

Teacher-Led Learning: Structured, grade-level learning directed by teacher and supported by teacher.

Learning and Supplemental Activities (in addition to Teacher-Led Learning): May be connected to Teacher-Led Learning, led by the student, or led by the family)

Meeting Nutrition and Wellness Needs: Breakfast, Lunch, Breaks

9-12 30 minutes per subject; 3 hours maximum 1-2 Hours Recommended 2 Hours Recommended

● Learning experiences are guided by a licensedteacher.

● Center on critical problem solving,collaboration, communication and creativity.

● Focus on essential and relevant learning forstudents.

● Create opportunities for interdisciplinary, well-rounded learning.

● Build key skills and focus on concepts that alignvertically K-12; link to Oregon State Standards.

● Integrate opportunities for formativeassessment and student feedback that fuelstudent agency.

● Differentiate and adjust distance learningdelivery models to include paper packets, on-line experiences, blended learning, phone, etc.as it matches student learning needs andtechnology and connectivity capacity.

● Ensure access to qualified educators, grade-level content, and required materials (includingtechnology when possible).

● Support all students to attain an Oregon 2020Diploma, Oregon 2020 Modified Diploma, orOregon 2020 Extended Diploma andsuccessfully transition to career and/or college.

● 30-60 minutes of reading or listening to audiobooks.

● Plan for post-secondary with activities such as:○ Research careers○ Explore scholarship opportunities.○ Investigate colleges and/or

apprenticeship or other post-secondaryprograms.

○ Draft college or scholarship essays.○ Plan for SAT/ACT - take a practice exam

● Schedule routine meal time(breakfast and lunch provided bythe district for anyone who electsto participate).

● Integrate handwashing● Help with planning meals, picking

up meals, cooking, cleaning upafter meals.

● Connect/talk during meals

Distance Learning for All in LOSD Sample Instructional Day (Grades 6-12 Overview)*Adapted from ODE's Tool #5

Suggestions for Teacher-Led Learning: Suggestions for Learning & Supplemental Activities: Suggestions for Nutrition & Wellness: May be woven into the day as it works best for family schedule and student needs.

Meal Time

Physical Wellness Activities: ● Walking● Jogging● Riding bikes, skateboards, etc.● Jumping rope● Watching a workout video/app● Practicing mindfulness; yoga/

stretching● Playing individual sports

activities that allow for socialdistancing - juggle a soccer ball.

● Engage in an independent study● Identify & solve a local problem or challenge

(family, neighborhood, school community, etc.)● Board games, puzzles, dice, cards● Sewing, knitting, crafting● Meal planning● Cooking and modifying recipes (doubling or

tripling).● Reading to younger siblings and/or supporting

them in their learning.● Drawing and creating art● Making music● Creating videos● Journaling, creative writing● Interview a family member to learn about family

history.● Learning from educational programs, podcasts,

documentaries, or public television.

Online Teaching Objective Responsibility Expectation Organization

Online Teaching: Do This, Not That by Alison Yang is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. In short, you can share the work, but you must attribute the work. The work is no derivative and not for commercial purposes.

Being unrealistic Assign “class work” and ‘homework“ every day and request students to complete according to short timelines

Being unclear and vagueCommunicate in lengthy paragraphs with instructions that may be difficult to follow or tasks that are overly vague

Being too open-endedAssign tasks that are too open ended (e.g. make a video about the moon; write an essay about pollution)

Be overly task-orientedAssign online classwork followed by extra homework without a clear focus on student wellbeing

Mixed communicationUse multiple platforms inconsistently

Stand by at all timesRespond to every email right away and leave no break for yourself (unless it’s urgent, it can wait until office hours)

Use the same approachTeach in a way that does not give students voice and/or choice, leaving them feeling overwhelmed

Try new & unused tools Trying new tools that you’ve never used may lead to technological difficulties and increase challenge

Less is moreAssignments likely take twice as long to complete at home because of different factors; prioritize and be realistic

Give explicit instructionsOutline deliberate instructions and specify the length of time to complete the session of learning

Specify expectationsSpecify task requirements and length clearly (e.g. 2 minute audio recording with a bulleted checklist)

Be empathetic Assign a reasonable workload; encourage students to balance online with offline and connect with one another

Communicate consistently All instructions and assignments must be communicated via Seesaw (K-5) or Google Classroom.

Be online for ‘office hours’Be online for office hours to provide support, answer questions, or clarify confusion via a system.

Seek student feedback Seek student feedback about their workload, emotional state, learning preferences, and learning pace

Boost learning retentionCurate multimedia materials to boost learning retention and use digital tools to create interactive lessons

Identify lesson objectivesBe intentional and identify clear learning objectives and assessment outcomes (formative and summative)

Give random activities Keep students busy doing online activities and do not think about the lesson objectives and assessments

Asynchronous learningTeachers create learning experiences for students to work at their own pace and take time to absorb content

Synchronous learningTeachers and students meet online in real time through videoconferencing or live chatting

Do This Not That